Literacy Medium Term Plan
Year 2
Autumn 1
Fiction - Narrative Unit 1A
Themes
Stories With A Familiar Setting
Key Aspects
3 Weeks
Learning Objectives
Compound words, connectives, descriptive writing, dialogue, familiar
settings, narrative, re-telling stories, role play, sequencing, speaking
and listening, story structure
Engaging and responding to texts
Talk about the main events in a text and relate story settings and
incidents to own experience. Join in discussions about stories and
demonstrate understanding to make predictions. Discuss the main
events in a story, express opinions about events and characters.
Understand and use correctly, terms referring to conventions of
print (e.g. cover, page, word, letter, beginning and end). Begin to
understand the difference between fiction and non-fiction, and
make predictions based on textual features (e.g. title, captions).
Understand how information texts are organised and use this when
reading simple texts.
Creating and shaping texts
Produce ideas about what to include in a narrative with a beginning,
development and ending. Choose appropriate and interesting words
for writing from alternatives supplied (e.g. from a word bank). Find
and use appropriate and interesting words in stories, poems and
non-fiction texts.
Text structure and organisation
Develop the sense of a sentence. Write single words and phrases.
Write and order simple instructions. Label information correctly.
Assemble written sentences together that are about the same
thing.
Sentence structure and punctuation
Develop the sense of a sentence. Write single words and phrases.
Be able to say and write a simple sentence independently. Use
capital letters and full stops when punctuating a simple sentence.
Consolidate the sense of a sentence, write simple sentences
independently. Use capital letters and full stops to punctuate a
sentence.
Most children will be able to:
Identify the main sequence of events in the story
Retell a story, in the correct sequence, with sufficient detail to
engage their audience
Retell a story from a significant characters point of view
Plan a simple story including an opening, a simple problem, events to
sort it out and an ending
Tell stories based on their own experience
Write a simple story based on their own experiences using temporal
connectives
Overview
Unit Objectives
Reading and response: Read and tell a selection of stories with
settings and themes that are familiar to the children, for example
home, school, shops, holidays, getting lost, making friends, being ill.
Children retell stories in pairs focusing on the sequence of events.
Identify the characters. Use role-play to retell the story from one
character's point of view and explore different courses of action.
Children select a character and describe what they do in the story,
orally and in writing.
Analysis: Review the stories. Discuss the way that one event leads
to another and identify temporal connectives. Represent the story
structure in note form. Begin to tell another story. Invite
1. Speaking

Speak with clarity and use appropriate intonation when reading and reciting texts

Tell real and imagined stories using the conventions of familiar story language
2.Listening And Responding

Respond to stories by describing characters, repeating some highlights & commenting constructively.

Listen to others in class & ask relevant questions.

Listen to a story read by an adult, remember some specific points, make predictions & identify what they have learned.

Listen to a story & remember some specific points, make predictions & identify what they have learned
3. Group Discussion And Interaction

Adopt appropriate roles & work effectively in groups, taking turns.
4. Drama
predictions about characters' actions and the sequence of events.
Writing: Demonstrate how to plan the structure of a story:
opening, something happens, events to sort it out, ending.
Demonstrate how to write the beginning of the story. Children
write their own endings. Children plan and tell stories based on
their own experience. They use the structure from shared writing
to write their own complete stories.

Week
1
2

Present part of a story for members of their own class.

Use role-play to retell the story from character's point of view & explore different courses of action.

Adopt appropriate roles in small or large groups and consider alternative courses of action.
5. Word Recognition: decoding (reading) and encoding (spelling)

Read independently and with increasing fluency longer and less familiar texts

Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure and spelling patterns

Read high and medium frequency words independently and automatically
6. Word structure and spelling

Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns
including common inflections and use of double letters
7. Understanding and interpreting texts

Give some reasons for why things happen or characters change

Explain organisational features of texts and identify features of classic comic stories.

Explain organisational features of texts & explore how particular words are used.
8. Engaging with and responding to texts

Engage with books through exploring and enacting interpretations

Explain their reactions to texts, commenting on important aspects
9. Creating and shaping texts

Draw on knowledge and experience of texts in deciding and planning what and how to write

Sustain form in narrative, including use of person and time

Draw on knowledge & experience of texts when deciding & planning what to write.

Follow & sequence the story using connectives.

Make adventurous word & language choices appropriate to the style and purpose of the text.
10. Text structure and organisation

Use planning to establish clear sections for writing and write a story using a structured guide as a plan

Use appropriate language to make sections hang together
11. Sentence structure and punctuation

Compose sentences using tense consistently (present and past)

Use a mixture of simple & compound sentences & use full stops & capital letters.
Activities
Success Criteria
Resources
Evaluation
Read ‘My mum And dad Make Me Laugh’.
Children can:
‘My Mum And Dad
Predict favourite animals of little boy in story.
Listen to a story and make predictions.
make Me Laugh’ by
Act out scenarios based on characters likes and dislikes from the text.
Act out story in sequence.
Nick Sharrat
Explore compound words -write them in a sentence.
Read familiar stories together
Role play - adapt the role of either the Mum or the Dad and say how the
Recognise compound words
Books about
story would be different if they were telling it.
Learn new words and use them in sentences
animals
Write what the characters might say in speech bubbles.
Take the role of a story character.
Read ‘A Lion in the Meadow’ by Margaret Mahy. Discuss where lions come
Work with a partner on a drama activity.
‘A Lion in the
from. Predict what will happen in the story. Rehearse what happens at the
Use expressive voices when acting in role.
Meadow’ by
end.
Write dialogue using speech bubbles
Margaret Mahy
Create a dialogue acting in role.
Listen to others
Re-read ‘A Lion In The Meadow’ - discuss if story is real or not. Make up
Children can:
‘A Lion in the
own stories as a class with B/M/E. Draw pictures- for B/M/E of made up
Understand that stories have a beginning, a middle and an end.
Meadow’ by
stories.
Relate an anecdote in sequence.
Margaret Mahy
Use descriptive words to describe the lion - children to write descriptions
Add an imaginary part to a true story.
of other animals.
Use imaginative describing words in writing
3
Sequence the story ‘A Lion In The Meadow’ - use connecting words to write
the story.
Explore Super Hero comics and comic books - how are comic strips
different to/similar stories? Discuss super heroes and their powers. Make
up own super heroes.
Sequence a story.
Use connecting words to link parts of the story.
Discuss new characters for a superhero story based on their own
experience of these stories.
Discuss and invent an imaginary character for their own story.
Write in suitable style to complete an ID card.
Children write in speech bubbles using a super hero and a baddie as their
characters!
Revisit a comic strip story with speech bubbles. - list features of a comic
strip.
Plan and act out a story for their Super hero with a B/M/E.
Write out a plan for a Super Hero story with B/M/E.
Use plan to create a comic strip story.
Look at play scripts- turn their comic strip story into a play-script.
Children Can:
Plan a dialogue between characters.
Write dialogue using speech bubbles
Plan a story using story structure.
Act out their story for others.
Write their own story.
Use a story structure Plan a story using a simple planning
structure.
Devise a short play.
Work in a group with others.
Super Hero
comics
Super Hero
comics
Play scripts
Literacy Medium Term Plan
Year 2
Autumn 2
Fiction - Non Fiction Unit 2
Themes
Explanations
Non-fiction, evidence from text, explanation, sequencing,
labels and captions, alphabetic texts, information texts,
question words, punctuation, speaking & listening, sentence
structure, connectives.
Enquiry
Children will carry out their own enquiry or investigation, and
will make observations and explain what they have found out.
Throughout their enquiry, children will be encouraged to pose
questions prior to, during and after their investigation. They
will decide the most appropriate presentation for their
findings.
Information processing
Children will identify relevant information from observation
and practical experience, information texts and ICT texts and
select this to help them write their own explanation text for
an individual or class book or wall display.
Evaluation
Children will present information orally and in writing, in the
form of a flow chart or cyclic diagram. They will be able to
support their judgements with their own evidence, drawing on
a range of sources to support their evaluation.
Communication
Children will develop their ability to express and communicate
in spoken, pictorial and written form a simple explanation of a
process. They may also communicate their ideas using a
variety of prompts, including models, diagrams and charts.
Overview
Unit Objectives
This unit incorporates non-fiction texts on sharks and human
teeth. Children will identify features of non-fiction and
explanations and create their own flow charts and plan and
write a simple explanation on how and what sharks eat. They
will the opportunity to explain orally, as part of a presentation
what they have learned about sharks.
1. Speaking
*Speak with clarity and use appropriate intonation when reading and reciting texts
*Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication
2.Listening And Responding
*Listen to an adult, remember some specific points & identify what they have learned
* Listen to talk by an adult remembering specific points
*Listen to others in class, ask relevant questions and follow instructions
* Respond to presentations by repeating some highlights & comment constructively
3. Group Discussion And Interaction
*Listen to each other’s views and preferences
* Ensure everyone contributes to task
* Work effectively in groups by ensuring that each group member takes a turn
5. Word Recognition: decoding (reading) and encoding (spelling)
Key Aspects
3 Weeks
Learning Objectives
Most children will be able to:
Find a key word using an index and then locate the relevant information on a
page.
Demonstrate that they have understood information read from a book or
screen by noting the main points.
Make and use a class glossary of special interest words related to the
investigation and give explanations and definitions.
Follow a line of enquiry emerging from their own questions.
Use technical vocabulary and causal connectives to explain a process or
phenomenon.
Model a process using models, pictures and diagrams and explain the process to
peers.
Recognise the structure and language features of an explanation text.
Make choices about the best way to present information in an explanation text,
using flow charts and diagrams.
Note information collected from reading more than one source
*Read with increasing fluency less familiar texts
*Know how to tackle unfamiliar words that are not completely decidable / decipherable
7. Understanding and interpreting texts
*Explore how particular words are used
*Explain organisational features of texts including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
* Draw together ideas and information from across a whole text, using simple signposts in the text
* Use syntax & context to build their store or vocabulary
*Explore how different words, including specialised vocabulary, are used in explanations
*Explain organisational features of texts including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
8. Engaging with and responding to texts
* Engage with books through exploring
9. Creating and shaping texts
*Make adventurous word and language choices appropriate to the style and purpose of the text
*Draw on knowledge and experience of texts in planning what and how to write
*Select from different presentational features to suit particular writing purposes
10. Text structure and organisation
*Use and discover appropriate language to connect sections
*Use planning to establish clear sections in writing
*Use appropriate language to make sections hang together
11. Sentence structure and punctuation
*Use question marks and other punctuation, including commas to separate a list
*Write simple and compound sentences
*Compose sentences using tense consistently
12 Presentation
*Write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between words
*Word-process short narrative and non-narrative texts
Week
1
2
Activities
Look at the book ‘Sharks’ - point out and discuss features of non
fiction texts - make a class list
Pose questions that they want answered about sharks- use internet
and book - introduce and use glossary
Look at books about human teeth - an explanation about how teeth
work. Use information to produce a labelled diagram of human teeth
Explore texts for connectives - re-write sentences with alternative
connectives - do they still make sense?
Use mirrors to explore each others teeth - use non fiction texts to
identify teeth, complete graph of teeth
Collect specialised vocabulary about teeth - make own glossaries
Use a flow chart to illustrate what happens when we eat - children
make own flow charts
Plan and write explanations about how sharks eat - include diagrams
etc
Success Criteria
Children can:
Note some features of non-fiction texts.
Work in small groups listening to others.
Speak clearly giving reasons for their ideas.
Understand how to find information from non-fiction texts.
Recognise that questions end in question marks.
Understand how features of non-fiction help us to find info.
Begin to use a glossary & understand its purpose.
Know alphabet.
Read an explanation for meaning.
Find connectives in a text.
Begin to understand how connectives can be time related.
Label a diagram using info from reading.
Collect new vocabulary connected to a topic.
Children can:
Collect and give meanings for new vocabulary.
Use new vocabulary appropriately.
Listen to explanation & remember parts.
Understand & begin to make a glossary.
Place vocab. in alphabetical order.
Write meanings for keywords.
Use correct punctuation.
Read and interpret a flow chart.
Generate own flow chart showing a process using words/pics
Resources
Usborne Discovery Sharks
Non fiction books about ourselves
Diagrams of human teeth
http://www.zephyrus.co.uk/teeth.html
www.enchantedlearning.com/subjects/sharks/
www.sharktrust.org/
http://www.sharks.org/teachers.htm
http://www.kidzone.ws/sharks/index.htm
Mirrors
Flow chart of what happens when
we eat
Blank flow charts
Usborne Discovery Sharks
Pictures of sharks
Web sites as listed above
Evaluation
3
In pairs work together to find interesting information about sharks
to present to rest of class.
Write questions about sharks - how can find answers?
Plan and deliver short presentations about sharks
Children can:
Explain how non-fiction can be used to find info.
Work in small groups listening to others.
Speak clearly explaining what they have learned
Collect information from online and books.
Recognise that questions end in question marks.
Begin to use question marks in writing.
Understand how non-fiction texts contain info.
Find info and begin to decide if it is relevant.
Begin to use a glossary & index & understand their purpose.
Write sentences using full stops and capital letters.
Choose info to use in a presentation.
Choose pictures that relate to info
Speak clearly to present information.
Listen to presentations and respond appropriately
Usborne Discovery Sharks
Books abou sharks
http://www.zephyrus.co.uk/teeth.html
www.enchantedlearning.com/subjects/sharks/
www.sharktrust.org/
http://www.sharks.org/teachers.htm
http://www.kidzone.ws/sharks/index.htm
Literacy Medium Term Plan
Year 2
Autumn 1
Fiction - Non Fiction Unit 1A
Themes
Instructions and Recipes
Connectives, descriptive writing, instructions, lists,
recipes, performance poetry, punctuation, retelling stories, sequencing, sounding out words,
speaking & listening
Enquiry
Children will ask questions arising from work in
another area of the curriculum, for example
questions about planting beans.
Reasoning
Children will sequence actions logically to form a set
of instructions.
Evaluation
Children will give instructions orally and in writing.
They will judge the effectiveness of their own work.
Social skills
When working collaboratively children will learn
about listening to and respecting other people's
contributions.
Communication
Children will develop their ability to discuss as they
work collaboratively in paired, group and whole–class
contexts. They will communicate outcomes orally, in
writing and through ICT if appropriate.
Overview
Unit Objectives
The children will have the opportunity to sequence,
respond to & write their own instructions based on
characters from The Shopping Basket. We will
then use Fussy Frank to stimulate work on recipes:
adding ingredients, re-ordering muddled recipes &
inventing their own!
1. Speaking
Key Aspects
2 Weeks
Learning Objectives
Most children will be able to:
Follow a series of simple instructions correctly.
Effectively give oral instructions in the correct sequence.
Read and follow a simple sequence of instructions related to another curriculum area or classroom
procedure.
Identify key features of written instructions.
Write a series of instructions, including diagrams.
Write a simple sequence of instructions to be followed by another child or group. T
Use appropriate tense consistently, indicate sequence clearly, for example through numbering or
use of sequencing words, and include a detailed diagram.
*Tell real and imagined stories using the conventions of familiar story language
2.Listening And Responding
*Listen to others in class, ask relevant questions and follow instructions
3. Group Discussion And Interaction
*. Listen to each others’ views and preferences, agree the next steps to take and identify contributions by each group member
4. Drama
* Present part of traditional stories, own stories or work from different parts of the curriculum for members of their own class
5. Word Recognition: decoding (reading) and encoding (spelling)
* Read independently and with increasing fluency longer and less familiar texts
7. Understanding and interpreting texts
* Draw together ideas and information from across a whole text, using simple signposts in the text
9. Creating and shaping texts
* Draw on knowledge and experience of texts in deciding what and how to write
* Maintain consistency in non-narrative, including purpose and tense
11. Sentence structure and punctuation
*Use question marks and other punctuation, including commas to separate a list
Week
1
Activities
Read and act out ‘The Shopping basket’ by John
Burnigham. Discuss and scribe lists
Focus on bear in book - where should it be? One child to
be the bear - teacher to give the bear 3 or 4
instructions as to how to escape to the park. Children
then have own animal and set of instructions - work in
pairs reading and following the instructions.
Focus on elephant - how would he dance? Work in pairs
with a different animal to describe three or four moves
in a dance.
Look at recipe for Fishcake Butties - focus on bossy
verbs. Look at other recipes and work out ingredients
needed - write list of ingredients.
Read Fussy Frank - write own lists of fruit and veg that
they like/dislike
Success Criteria
Children can:
Write a simple list.
Re-tell a story in sequence.
Invent a set of sequenced instructions.
Read and use sequencing words low and read a set
of oral instructions in order.
Read and understand a simple recipe.
Write a list of ingredients.
Write an ordered list.
Sound out words to spell them.
Use commas to separate items in a list.
Resources
The Shopping Basket by John Burnigham
Fishcake Butty recipe
Other recipes
Fussy Frank by Ruth Merttons
Instructions for animal dances and how to escape to the park!
2
Visit the website - hungry wolf.com - look at some of
the recipes - what would happen if the instructions
were placed in the wrong order?
Put a muddled up recipe in the correct order
Invent own recipes - Monster Dinner / Dragon Dinner
etc - plan and write up
Children can
Understand that a recipe is a list of
ingredients and a set of ordered
instructions.
Order muddled instructions
Re-write a text in recipe form.
Plan a recipe.
Recognise the features of a recipe.
Write a list of ingredients in a recipe
Write a recipe using correct layout.
Recognise\use features of instructions incl.
‘bossy’ verbs.
Use sequencing words.
www.hungry-wolf.com
www.bbc.co.uk/cbeebies/bigcooklittlecook/cookerybook.shtml
Read and recite the poem Fruit Picking by Jack
Ousbey. Learn the poem off by heart as a class draw attention to rhythm.
Learn and recite a poem
The Works by Paul Cookson
Recipe cards and recipe books
Evaluation
Literacy Medium Term Plan
Year 2
Autumn 1
Poetry Unit 1
Themes
Poetry - Patterns On A Page
Poetry, alliteration, compare poems, descriptive
writing, lists, poem forms, poetry that plays with
language, punctuation, rhyme, rhythm, shape poems,
sounds, speaking and listening, syllables, word play.
Enquiry
Children will play games and ask questions about the patterns they can find in poems.
Reasoning
Children will explain the ways in which poems are patterned, and how those patterns could
be continued or varied.
Evaluation
Children will discuss criteria for effective pattern poems, give feedback to others and
judge the effectiveness of their word and presentational choices.
Communication
Children will begin to develop their ability to discuss patterns in the poetry and to create
their own using carefully chosen words and phrases. They will sometimes work
collaboratively in pairs and groups. They will communicate outcomes orally and in writing
(possibly including ICT).
Overview
Unit Objectives
This unit incorporates shape poems, thin poems,
word play & list poems as well a couple of poems
with strong rhyme & rhythm for chn to learn by
heart. Chn explore the different ways in which
poems form patterns & then write their own list
poetry.
1. Speaking
* Speak with clarity and use appropriate intonation when reading and reciting texts.
2.Listening And Responding
* Listen to each other’s views, ask relevant questions and respond appropriately
3 Group Discussion And Interaction
*. Work effectively in groups by ensuring that each group member takes a turn.
* Listen to each other’s views and preferences.
4. Drama
* Present poems or parts of poems to members of their own class and others
5. Word Recognition: decoding (reading) and encoding (spelling)
* Read independently and with increasing fluency longer and less familiar texts.
* Spell with increasing confidence drawing on word structures, eg rhyming patterns
6 Spelling
* Spell with increasing accuracy and confidence, drawing on knowledge of word structure, in particular syllables
7. Understanding and interpreting texts
* Explore how particular words are used
* Explore how different words, including rhyming words, are used in poems
8 Engaging and Responding To Texts
* Explain their reactions to poems, commenting on important aspects
9. Creating and shaping texts
* . Draw on knowledge and experience of texts in deciding and planning what and how to write.
* Make adventurous word and language choices appropriate to the style and purpose of the text.
* Select from different presentational features to suit particular writing purposes
10 Text Structure and Organisation
* Use appropriate language to make texts hang together.
11. Sentence structure and punctuation
Key Aspects
2 Weeks
Learning Objectives
Most children will be able to:
Listen to and read and perform poems, identifying different
patterns in their language use and structure.
Understand how to play with interesting and inventive
language choices to create or continue particular patterns.
Know how to go about writing a pattern or shape poem of
their own.
Write a simple poem of their own, playing with interesting and
inventive language choices to create or continue a particular
pattern.
Demonstrate how to apply phonic knowledge in reading and
writing.
Week
1
2
* Use commas and other punctuation.
* Write simple sentences using correct punctuation.
12 Presentation
* Write legibly.
Activities
Success Criteria
Read a selection of shape poems - eg In the Bath by
Children can:
Andrew Collett, Miniskirt by A. Mundy, A Flamingo by J. Read shape poems and recognise what these are.
P. Lewis. Discuss shape poems - which do children like
Discuss shape poems and give reasons for opinions.
the best and why?
Write a simple shape poem based on one read.
Focus on words phrases used in read Cats Can by Coral
Use good descriptive language
Rumble. Choose own animal and write descriptive words
Rehearse and read a poem out loud.
and phrases for it - place into a shape poem.
Work well with a partner.
Read and discuss Eataweek by John Coldwell. Discuss
Understand that diff types of poem require diff evaluation
how this time, the patterns are in the words and sounds
criteria
rather than in the shape of the poem. Read De AhRead and recite simple counting poems.
Got-Um Man and then Rain Chant. Children to choose
Write a simple counting rhyme, based on those read.
a poem to work on in pairs to recite out loud.
Select good descriptive language and use humour in own poetry.
Read Bun Stew by Julie Holder and other counting
rhymes - children to write own counting rhyme.
Read What are Little Girls by Adrian Henri Compare
this with the traditional rhymes Little Girls & Little
Boys. What do the children think of the poems.
Children to write own version.
Read Things I Have Been Doing Lately by Allan
Children can
Ahlberg and Some Favourite Words by Richard
Read list poems and understand the concept.
Edwards. Explore list poems and add own lines to one of
Add new words/phrases to poems.
the poems.
Make judgements about poems giving reasons.
Read The Teacher’s Day in Bed by David Orme and
Work well with a talking partner.
The Model We’re Making In Class with Miss by Paul
Plan a poem based on one read.
Cookson. Children to write about why they like/dislike
Plan the layout and language of a poem.
certain poems.
Write own poem, based on structure of a poem read.
Read Younger Brother and Ten Things Found in a
Use descriptive language in own poetry.
Wizard’s Pocket - write own list poems
Recite a poem they have learnt by heart.
Read Bed in Summer by Robert Lewis Stevenson Identify features of poetry including rhyming patterns etc
identify words that rhyme.
Layout own poem in appropriate ways.
Choose favourite poem to learn by heart.
Resources
The Works chosen by Paul Cookson
Crack Another Yolk by John Foster
Read Me 2 chosen by Gaby Morgan
The Children’s Book of Funny Verse by Julia
Watson
The Works chosen by Paul Cookson
Crack Another Yolk by John Foster
Read Me 2 chosen by Gaby Morgan
The Children’s Book of Funny Verse by Julia
Watson
Evaluation
Literacy Medium Term Plan
Year 2
Autumn 2
Poetry Pre-Unit 2
Themes
Really Looking
Adjectives, compare poems, descriptive writing,
handwriting, initial sounds, lists, poetry, poetry
using imagery, re-telling stories, role-play, shape
poems and calligrams, sounding out words, speaking
and listening, spelling patterns, themes.
Creative thinking
Children will be generating imaginative vocabulary to convey images and experiences to
others.
Evaluation
Children will discuss success criteria for their written and oral work, give feedback to
others and judge the effectiveness of their own writing and speaking.
Social skills
When working collaboratively children will learn about listening to and respecting other
people's ideas and taking on different roles within a group.
Overview
Unit Objectives
This block begins with a story about being afraid of
the dark. It is used as a starting point for reading
and writing descriptive poems on the theme of dark
and light. Children discuss their own experiences,
extend vocabulary, and write their own poems.
1. Speaking
*. Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication.
* Tell real and imagined stories using the conventions of familiar story language.
* Speak with clarity and use appropriate intonation when reading and reciting texts
2.Listening And Responding
* Listen to others in class, ask relevant questions and follow instructions.
3 Group Discussion And Interaction
* Listen to each other’s views and preferences agree the next steps to take and identify contributions by each group member.
* Ensure everyone contributes, allocate tasks and consider alternatives and reach agreement.
4. Drama
* Adopt appropriate roles in small groups and consider alternative courses of action.
* Present own work, (dialogue) from different parts of the curriculum for members of their own class.
5. Word Recognition: decoding (reading) and encoding (spelling)
* Spell with increasing accuracy and confidence, drawing on word recognition, knowledge of word structure and spelling patterns.
* Know how to tackle unfamiliar words which are not completely decodable
6 Spelling
* Spell with increasing accuracy and confidence drawing on word recognition and knowledge of word structures.
7. Understanding and interpreting texts
* Explore how particular words are used, including words and expressions with similar meanings.
* Give some reasons for why things happen or characters change.
* Use syntax and context to build their store of vocabulary when reading for meaning.
9. Creating and shaping texts
* Draw on knowledge and experience of texts in deciding and planning what and how to write.
* Make adventurous word and language choices appropriate to style and purpose of text.
* Maintain consistency in non-narrative, including purpose and tense.
10 Text Structure and Organisation
* Use planning to establish clear sections for writing.
Key Aspects
2 Weeks
Learning Objectives
Most children will be able to:
Listen to and read and perform poems, identifying different
patterns in their language use and structure.
Understand how to play with interesting and inventive
language choices to create or continue particular patterns.
Know how to go about writing a pattern or shape poem of
their own.
Write a simple poem of their own, playing with interesting and
inventive language choices to create or continue a particular
pattern.
Demonstrate how to apply phonic knowledge in reading
and writing
Week
1
2
* Use appropriate language to make sections of text hang together
11. Sentence structure and punctuation
* Write simple and compound sentences and begin to use subordination in relation to time and reason
* Write simple and compound sentences and check that these make sense.
12 Presentation
* Write legibly, using upper and lower case letters appropriately within words and observing correct spacing within and between words.
Activities
Success Criteria
Resources
Evaluation
Read The Owl Who Was Afraid of the Dark by Jill
Children can:
The Owl Who Was Afraid of the Dark by Jill
Tomlinson. Why did Plop not like the dark? Think of
Discuss plot and characters
Tomlinson
other story titles- The Giraffe Who was Afraid Of
Talk about a text & recall main events.
Owl Babies by Martin Waddell
Heights? Etc
Create a simple new story based on familiar structure
Read Me First by Louise Bolongaro
Write sentences about the dark.
Talk about a text and give reasons for ideas using text and
Read Me by Gaby Morgan
Explore opposites- day/night etc Use opposing
experience as evidence
Read Me 2 by Gaby Morgan
descriptive words to describe daytime scene / nightRetell a familiar story
The Works by Paul Cookson
time scene.
Recognise descriptive language
The Works 2 by Brian Moses and Pie Corbett
Explore and write about own feelings about the dark /
Write some descriptive sentences
night. Look at night time poems. Write own night-time
Listen to each other and take turns to speak
poems.
Recognise opposites within a given context
Use descriptive language in discussing ideas
Listen and talk with partner about personal feelings and
experiences
Explain ideas and develop use of descriptive language
Write a poem about the dark
Use descriptive language in own writing
Write carefully and legibly
As above
Children can:
Show a candle. Talk about the candle shedding
light. Discuss festivals of light, draw on chn’s
experiences where appropriate: Diwali, Hanukkah,
Bonfire Night, Christmas. Read poems about
festivals of light - which do they like best and
why?
Watch firework display on IWB. Brainstorm
descriptive words - write up words in shape of
sparks / showers of sparks.
Read Christmas poems or other festival poems brainstorm words about chosen festival - plan and
write a poem about their feelings related to their
chosen festival.
Work as a group, sharing ideas and compiling a list of ideas for a
poem
Read poems with expression and intonation
Choose a favourite poem and explain why they like it
Talk about experiences of fireworks
Make a list of words to describe fireworks
Choose words to create firework poem
Discuss a given theme drawing on experiences and feelings
Plan a poem, trying out different ideas and choosing the best
Make interesting language choices
Describe feelings
Write letters correctly orientated
Leave spaces between words
Decorate work
Literacy Medium Term Plan
Year 2
Autumn 2
Fiction - Narrative Unit 1B
Themes
Stories In Familiar Settings
Arguing a viewpoint, characterisation, descriptive
writing, dialogue, information texts, narrative,
opinion, oral discussion, punctuation, role play,
sentence structure, sequels, speaking & listening,
story structure, verb tenses.
Creative thinking
Children will apply imaginative ideas to create ideas for drama and story writing based on
familiar incidents and settings.
Motivation
Children will have a clear goal for their independent writing - composing three complete
sentences - and will be able to assess their own progress in achieving that goal as they
read through what they have written.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and
begin to judge the effectiveness of their own writing.
Social skills
When developing collaborative writing children will learn about listening to and respecting
other people's ideas.
Communication
Children will develop their ability to discuss as they work collaboratively in paired, group
and whole-class contexts. They will communicate outcomes orally, in writing and through
ICT if appropriate.
Overview
Unit Objectives
This unit complements Unit 1A encouraging children
to write. Children study an Animated Tale relating
to their own experiences about unusual pets they
might wish to own. They explore issues & info &
write a sequel.
1. Speaking
* Speak with clarity and use appropriate intonation.
* Explain ideas using imaginative & adventurous vocabulary to support communication.
2.Listening And Responding
* Listen to others and ask relevant questions
3 Group Discussion And Interaction
* Work effectively in groups by ensuring that each group member takes a turn, challenging, supporting and moving on.
* Listen to each other's views and preferences, agree the next steps to take and identify contributions by each group member
4. Drama
* Adopt appropriate roles in small groups and consider alternative courses of action.
* Present part of a story for members of their own class.
5. Word Recognition: decoding (reading) and encoding (spelling)
* Read independently and with increasing fluency, longer and less familiar texts.
* Know how to tackle unfamiliar words that are not completely decodable
6 Spelling
* Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, in particular ‘ed’ words for past tense.
7. Understanding and interpreting texts
* Draw together ideas and information using simple signposts in the text.
* Give some reasons why things happen or characters change.
* Explain and use organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points.
8 Engaging and Responding To Texts
* Engage with books through exploring and enacting interpretations
Key Aspects
2 Weeks
Learning Objectives
Most children will be able to:
Identify the main character and setting in a story using
evidence from the illustrations and text.
Re-enact a story, sequencing the main events and using
phrases from the text.
Write three simple sentences to tell a story.
Write three simple sentences to retell events based on
personal experience
Week
1
2
9. Creating and shaping texts
* Draw on knowledge and experience of conversation in deciding and planning what dialogue to write and how to write it.
* Make adventurous word and language choices appropriate to style and purpose of text.
* Sustain form in narrative, including use of person and time.
10 Text Structure and Organisation
* Use planning to establish clear sections for writing.
11. Sentence structure and punctuation
* Write simple and complex sentences.
* Use full stops, capital letters and question marks with accuracy.
* . Compose sentences using tense consistently (present and past).
12 Presentation
* Write legibly using upper and lower case letters appropriately and observing correct spacing between words.
Activities
Success Criteria
Resources
Children
can:
Animated Tale, The Pet who Flew
Watch and discuss Animated Tale, The Pet who
Listen
to
a
story
and
make
predictions.
Hamilton web site
Flew. Talk about author illustrator. What pets
Relate personal thoughts & feelings to a story.
would they like to keep and why?
Speak clearly giving reasons for their thoughts.
Use speech bubbles and then speech marks to
stories together.
write about what Tilly, one of the characters,
Recognise speech and speech marks.
would say about her pet.
Write simple dialogue in bubbles.
Divide story into chapters- in small groups act out
Begin to use speech marks in writing dialogue
scenes. Focus on characters feelings.
Take the role of a story character.
Discuss for and against keeping the swift in the story
Work with a partner on a drama activity.
or letting it go free? What are the children’s
Use expressive voices when acting in role.
arguments?
Generate questions relating to looking after a pet.
Begin to use non-fiction texts and internet sites to search for
information
Think of reasons for & against in an argument.
Give reasons for opinions and voice these clearly.
Talk about where they would like to visit next if they
Animated Tale, The Pet who Flew
Children can
were a swift. Plan and write next adventure for the
Hamilton web site
Discuss where they would like to go and why, to help plan their
bird.
writing.
Look at text and find the doing words. Add ed at the
Write punctuated sentences giving reasons.
end and write in a sentence.
Share knowledge with others explaining clearly.
Change sentences written in present tense to past
Write a note clearly thinking of audience
tense.
Identify ‘ed’ endings as past tense.
.
Transform present to past.
Create a next chapter to a familiar story.
Plan a story with a beginning, middle & end.
Follow a plan to write a story.
Use correct sentence structure & punctuation (full stops, capital
letters).
Begin to use speech in writing.
Evaluation